Educational interventions in Ghana and Sub-Saharan Africa (SSA) have, in recent decades, primarily focused on improving macro-level indicators around enrolment, attendance, completion, and learning outcomes. Existing scholarship pays limited attention to understanding the structural and socio-economic disadvantages in different geolocations that shape children’s schooling and learning. Drawing on historical accounts of disadvantage in northern Ghana, this study examines how local environment experiences in rural northern communities constrain children’s access to schooling and learning, using ecological theory to frame these complex influences. Through qualitative interviews and focus groups with key local education stakeholders, we demonstrate how children’s interactions with their temporal and policy environments generate micro-level educational experiences (MLEs) that reinforce schooling and learning exclusion in rural northern communities – outcomes that risk widening the inequality gap between rural northern schools and the rest of Ghana. The findings point to tensions between the formal school system and the temporal lifestyle of rural communities, persistent insecurity linked to tribal and ethnic conflicts, complications with the language-of-instruction policy, and shortages of teaching and learning materials (TLMs) as MLEs that foster learning alienation. We argue that Ghana’s ambition to achieve quality and equitable basic education and learning skills for all children by 2030 requires far more than universalizing enrolment. Achieving sustainable progress depends on targeted policy interventions that address MLEs embedded within the broader structural and socio-economic realities of rural northern communities, ensuring that education systems align – rather than conflict with children’s lived environments.
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